There are 12 suggested activities below for the teacher to complete in order to prepare for teaching  ‘lesson content’ for lesson 4

Instructions: Music Clips: Pictures/videos:
1. Discussion: Family

Prepare for a discussion on ‘family’

– Prepare questions to prompt the children to share information about their family members, as well as ‘similarities and differences’ between members of the same family (appearances, likes, dislikes, pitch of voice etc.)

During the discussion you will be focussing on similarities and differences between family members.


2. The ‘String Family’: Violin & Cello:
Become familiar with the different instruments that play the ‘Voyage to the Moon’ music, and the ‘families’ they belong to, especially the ‘String Family

  • String Family – Violin, Cello  
  • Brass – French Horn  
  • Woodwind – Oboe, Flute 

Note similarities/differences in appearance between the violin and cello

1. Size: the violin is much smaller than the cello
2. Placement: the cello has a very long pin that rests against the floor; the violin has a chin rest that rests under your chin
3. Pitch: the cello has a low pitch; the violin has a high pitch

Answers to picture: cello, violin, chin, pitch, bow, strings.

The Violin and Cello are from the ‘String’ Family

 violin violetcedric cello

The French Horn is from the ‘Brass’ Family

Freddy the French Horn

The Oboe and Flute are from the ‘Woodwind’ Family

Olive the Oboe Flora Flute



String Family instruments playing together:

From left to right:
Violin, Viola, Cello, Double Bass

3. Read the Story:

Read the whole storybook to become familiar with the story. Take note of:

– Any characters – for this lesson: Cedric Cello

Play the sound file in the next column to become familiar with our narrated story to music 



Relevant story pages for this lesson: 9-12:



4. ‘Cedric Cello’ Poem:

  • Practice reading the poem until learned off-by-heart
  • Speak in a low pitch


5. The violin and cello – sounds & appearance:

Become familiar with features of the Cello in comparison to the violin.

Become familiar with how the Cello is held, and how it sounds.

1. Size: the violin is much smaller than the cello
2. Placement: the cello has a very long pin that rests against the floor; the violin has a chin rest that rests under your chin
3. Pitch: the cello has a low pitch; the violin has a high pitch

Cello playing the introduction tune:

Violin playing the introduction tune:

Whole orchestra playing the introduction tune:


Video of cellist + violinist together (from 1:30)


6. Pitch:

Prepare a list of familiar animals that create both low and high pitch sounds e.g. a high-pitch squeak of a mouse

7. Holding String Instruments:

Recap how to hold the violin, and learn how to hold the cello

  • Practice with and without the music (verse 2 of Voyage to the moon – only the violins are playing and then verse 3 where high and low pitch alternate)
  • When practicing with the music, match the speed/tempo of the music

Verse 2 – violins only:

Verse 3 – alternate between ‘high’ and ‘low’:

8. Verse 3 of the Music:

The cellos play the beginning of verse 3. Then the pitch alternates between high and low for the rest of the verse as other instruments join in:

  • Take note of the tone of the cellos at the beginning of verse 3 – worried, angry- and how the tone lightens as the verse continues. The violins are playing in the background – the high pitch notes
  • Practice narrating that the music sounds worried because Cedric Cello is worried that his sister will get hurt on the adventure. It then turns lighter as Violet convinces Cedric to join her and he is much happier (see story page 12 to help)
  • Instruments! Practice playing instruments to match the tempo (speed) of the high and low pitch instruments – hold your instrument high in the air or low to the ground to indicate ‘high’ or ‘low’ pitch

Third verse of music:

Chorus Music Only – Cello plays HARMONY in background:

For the ANALYSING THE MUSIC activity: 

Musical tone is created because of other musical elements. The ‘tone’ created by the cello is scared, worried or angry. This is created because of the:

  1. Duration: lots of jumpy notes
  2. Pitch: low
  3. Tempo: quite fast (like a heart beat)
  4. Timbre (distinctive sound of the cello): heavy and booming
10. Resources to bring to the lesson:

  • Percussion (untuned) instruments – one for each child
  • A printed copy of the violin-cello sheet for each pupil
  • Crayons
  • A printed copy of the homework for each child (found in Homework & Assessment tab)
11. Key vocabulary: 


Strings Family


Strings Family:

12. Run through:

The lesson aims & objectives (found when you first click on Lesson 4)

The ‘lesson content’  tab, where you will find exercises for this lesson:

  • Ensure you can do all of the exercises.
  • Read through the ‘lesson content’ repeatedly before teaching it in order to be prepared.
  • Play the slideshow (open slideshow button on top corner of page in ‘lesson content’) that will be displayed during the class
  • Download and print the lesson activity sheets at the bottom of the page in ‘lesson content’ – practice explaining the activities as you play the slideshow (see point above)
  • Plan your own answers to the questions you will ask the children to prompt them and retain focus.

The assessment & homework’ tasks for this lesson

The ‘background information’ tab, where teacher can find further information about the lesson, the story, and the music.